Teens Challenged to Re-think the Concept of European Identity in the Museum

Museums seek to be places for democratization, inclusion and polyphony. In this paper we present the multimodal conversations of the participating adolescents in the course of a museum pedagogical program in the Museum of Contemporary Art of Crete. The program’s topic is Europe and the concept of European identity. Firstly, we prepare the ground through creating an environment of safety and confidence, and next, together with our groups we study the selected artworks, following the routines of ‘Artful Thinking’, which propose the development of critical thinking through specific questions. This process reinforces reflective thinking and skills of participating in a dialogue. Our aim is to describe and share how a museum through its collections and programs can constitute a space where democratic dialogue and healthy debate are cultivated. In this space, everybody is invited to participate in inquiring, reflecting on self, answering, sharing, with and through the art.

The Application of the Structured Democratic Dialogue to Generate Action Plans for a Successful Integration Process in Swedish-Speaking Ostrobothnia

In a previous study on integrating minority groups in Ostrobothnia in 2019, one of the most influential challenges was that Finland was not including native Finns in the integration process. This finding was made using the structured democratic dialogue (SDD). For the present study, the same participatory methodology was applied, wherein 12 participants from diverse socio-economical, cultural, and educational background who reside in Ostrobothnia were brought together to explore feasible action plans to facilitate the inclusion of Finns in the integration process in the city of Vaasa in this region of Finland. The participants generated 66 action plans categorized under eight clusters. Based on the influence map generated by participants, Action #62 stated that the most influential one was “All projects are inclusive”. Action #55 stated, “Balanced representation of all the people (Finns, minorities and foreigners) in the political parties” and Action #49 stated, “Social-emotional education curriculum” were perceived as having great influence on other actions. Thus, drawing from the results of this SDD Co-Lab, these action plans should be considered priorities in order to successfully include Finns in the integration process. The low number of participants and the narrow representation of some minority groups are limitations of this study.

Tripartite school conflicts and non-consensual democracy. An attempt of autoethnographic analysis

The article presents an analysis of four school conflicts on the parent-teacher line. I am trying to prove that the teacher-parental conflict is always actively involved with the student, with his paidocentric position in the family, subjectivity and authority as the third party in the process of democratic dialogue (B. Śliwerski 2007). I use the analytical autoethnography method, the most appropriate from my point of view, based on a subjective approach, the analysis of feelings and reactions, self-observation, first-person narrative, analysis of the researcher's notes and own narratives, forcing the full participant in the studied environment (complete member researcher), analytical reflexivity, data transcending. (C. Ellis 2004, L. Anderson 2014). The school in my article is perceived as a place of conflict which is an unobvious expression of democratic dissent and a difficult way of achieving commonality, which is a condition of democracy. The conflict is an indispensable social element and the basis of relations of subjective character, characteristic of democratic forms of social life (Rancière 1999, Coser 2009, Beaurdieu 1990). Confronting this with knowledge developed around the idea of non-consensual democracy, which is based on discord (dissensus) after the reading (J.Rancière 1999, L. A. Coser 2009, L.Koczanowicz 2015, K. Wajszczyk 2015, M. Mendel 2002) I assume that not only the occurrence of conflicts is a problem, but the lack of orientation on the positive meaning of the situation of disagreement and attitudes related to attaining it and ensuring equality for others in the practice of dialoging participants in school life.

PROCESSO POLÍTICO COMO CONSTRUÇÃO DEMOCRÁTICA: UMA DISCUSSÃO ACERCA DOS PROCESSOS ELEITORAIS FORMADOS POR APENAS UMA CANDIDATURA

Este trabalho, guiado por estudo de caso que orienta a utilização de método hipotético-dedutivo, propõe o estudo acerca do problema dos processos políticos eleitorais formados por apenas uma candidatura, notadamente no Brasil, sobretudo fazendo uma contraposição com o dever de respeito aos pressupostos dos processos políticos democráticos como hipótese alinhada à Democracia. Defende-se que estes modelos singulares não contribuem para um possível desenvolvimento dos cenários políticos sustentáveis. A hegemonia de pequenos grupos e a ausência de uma perspectiva real de participação nas tomadas de decisões é um perigoso espaço para abuso do poder político. A relevância deste trabalho, portanto, funda-se no pressuposto de que as práticas democráticas não podem ser baseadas em modelos de suposto consenso, mas no reconhecimento do elemento do desacordo coletivo como circunstância política de diálogo democrático acerca das principais questões da vida social. O desacordo como ideal da Democracia permite o efetivo direito de escolha, projeta a cidadania e o desenvolvimento das liberdades como defesa das diferentes composições ideológicas da comunidade.PALAVRAS-CHAVE: Democracia; Desacordo; Processo Político Democrático; Robert Dahl.POLITICAL PROCESS AS DEMOCRATIC CONSTRUCTION: A DISCUSSION ABOUT THE ELECTORAL PROCESS FORMED ONLY ONE APPLICATIONABSTRACTThis work, guided by case study that guides the use of hypothetical-deductive method, proposes the study of the problem of electoral political processes formed by only one application, notably in Brazil, especially making a contrast with the duty to respect the assumptions of democratic political processes as chance aligned with Democracy. It is argued these unique models will not contribute to the possible development of sustainable policy scenarios. The hegemony of small groups and the absence of a real prospect of participation in decision-making is a dangerous space for abuse of political power. The relevance of this work, therefore, is based on the assumption that the democratic practices cannot be based on a supposed consensus models, but in recognition of the element of collective disagreement as democratic dialogue of political circumstances on the main issues of social life. Disagreement as ideal of Democracy allows the effective right to choose, designs citizenship and the development of freedoms and defense of the different ideological compositions of the community.KEYWORDS: Democracy; Disagreement; Democratic Political Processes; Robert Dahl.

Cosmopolitan Education in Agonistic Morality: Epistemological Restraint, Discourse Ethics, and Agonistic Pluralism

Cosmopolitan education has been much theorized, discussed, and proposed, but what, exactly, might it look like and what specific processes might it involve? Cosmopolitanism’s recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As an ethico-political process, existing political and ethical processes can be brought to bear on its educational manifestations. The political concepts of epistemological restraint, discourse ethics, and agonistic pluralism are offered as models for cosmopolitan education in agonistic morality: epistemological restraint is used to address the need for prioritization of moral inquiry over moral belief; discourse ethics addresses the necessity of inclusive and democratic dialogue; agonistic pluralism offsets the implications of the inevitability of pluralism in educational inquiry. All three combine to form a process of cosmopolitan education in agonistic morality.

Thinking and Acting Across Ponds: Glocalized Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fueled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrollment, reduction, and accreditation within university-based teacher education and training programs as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach taken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particularcontexts, extending the capacity for democratic dialogue.